Effective Instructional Conversations + TuTalk Instruction Carolyn Penstein Rosé Language Technologies Institute/ Human-Computer Interaction Institute.

Slides:



Advertisements
Similar presentations
When Students Can’t Read…
Advertisements

Substantive Conversations in the Classroom.
Constructivist Learning versus Explicit Teaching: A personal discovery of balance Tara Tetzlaff Spring 2009.
Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments: a LISREL analysis 指導教授:張菽萱 報告人:沈永祺.
Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by Sherah B. Carr, Ph.D Information adapted from training.
Elements of Constructivist Teaching Practices EdSe 4244 Social Studies Methods.
Alternative Conceptions and Concept Change Image from Fish is Fish by Leo Lionni.
* is a cluster of specific instructional strategies that involve students working collaboratively to reach common goals;
Working with ESL Students Issues and Solutions. Common Characteristics of an ESL Session Research shows tutoring sessions with ESL tend to: ◦ Be more.
Director of Mathematics & Science
This presentation is copyrighted under the Creative Commons License Attribution Non-Commercial Share-Alike That means: Please watch it, share it, and use.
1 TALK 5 Anita Pincas Course Design 2 – PART A The pedagogic media - continued.
Making Proficiency in Math Soar to Greater Heights November 2, 2006 Claudia Ahlstrom.
Keys to Achievement. 4 Strategies for Achievement  Take Reasonable Risk –Set goals that are challenging but attainable –Break tasks down into small,
Chapter 12 Instructional Methods
Meaningful Learning in an Information Age
Strategies to Promote Motivation in the Mathematics Classroom
Developing Instructional Strategies
Training Math Tutors To Tutor Developmental Math Students
Instructional Strategies
Click to edit the title text format An Introduction to TuTalk: Developing Dialogue Agents for Learning Studies Pamela Jordan University of Pittsburgh Learning.
Productive Math Talk Math Alliance April 3, 2012.
Classroom Action Research Overview What is Action Research? What do Teacher Researchers Do? Guidelines and Ideas for Research.
Tutoring and Learning: Keeping in Step David Wood Learning Sciences Research Institute: University of Nottingham.
All You Need to Know about CMP3 Marta Miko Marketing Manager, Middle Grades Math 2014 National Sales Meeting.
Tentative Unit 1 Schedule Week 2 1/20-Using library databases (bring computer to class) 1/22- Intro to Exploratory Narrative & Source evaluations Week.
Educational Courseware Created by Dr. Patty LeBlanc Stetson University.
Spreadsheets in Finance and Forecasting Presentation 8: Problem Solving.
CONCEPT DEVELOPMENT LESSONS Region 5 Mathematics Network Conference September 16, 2013.
1 Pedagogical implications of mobile technologies Diana Laurillard WLE Symposium on M-Learning 9 February 2007.
Vacaville USD December 5, AGENDA Problem Solving and Patterns Math Practice Standards and High Leverage Instructional Practices Number Talks –Computation.
circle A Comparison of Tutor and Student Behavior in Speech Versus Text Based Tutoring Carolyn P. Rosé, Diane Litman, Dumisizwe Bhembe, Kate Forbes, Scott.
Paper 2 Source Skills. Candidates’ weaknesses (according to examiners’ reports) Not supporting your answers with source detail Simply reproducing knowledge.
Problem Determination Your mind is your most important tool!
Questioning techniques to challenge your students January 2007.
TagHelper and InfoMagnets Technologies for Exploring the effect of Language Interactions in Learning Carolyn Penstein Rosé, Jaime Arguello, Yue Cui, Rohit.
The 4 th Annual Conference of Learning International Networks Consortium Amman, Jordan, October 28-30, Modeling the Communities of Practice of E-Learning.
Click to edit the title text format An Introduction to TuTalk: Developing Dialogue Agents for Learning Studies Pamela Jordan University of Pittsburgh Learning.
Concept Presentation Forces Acting on Objects By:Sonu Bhutani.
The Evolution of ICT-Based Learning Environments: Which Perspectives for School of the Future? Reporter: Lee Chun-Yi Advisor: Chen Ming-Puu Bottino, R.
Tentative Unit 1 Schedule Week 2 1/19- MLK Day-No Class 1/21-Using library databases (bring computer to class) 1/23- Intro to Exploratory Narrative & Source.
1 USC Information Sciences Institute Yolanda GilFebruary 2001 Knowledge Acquisition as Tutorial Dialogue: Some Ideas Yolanda Gil.
Chapter 3 Teaching with Instructional Software Indiana Wesleyan University Former Student (used by permission)
Critical Thinking Lesson 8
Mentoring School Name Date Mentor’s Name. OVERVIEW What is Mentoring? The Mentoring Menu The Coaching Process.
Evaluating the New Technologies Ann Sefton Faculties of Medicine and Dentistry University of Sydney.
ALICE ENSLEY DALTON PUBLIC SCHOOLS PRIMARY DISTRICT TRAINER FOR LITERACY COLLABORATIVE Intentional Teaching in a K-2 Readers’
Computer Supported Collaborative Learning Track Introduction Carolyn Penstein Rosé Carnegie Mellon University Language Technologies Institute and Human-Computer.
+ Getting Started: Projects Based Learning Wando High School PD – October 28, 2015 Chris Turpin H222/H230.
EngageNY.org Principals’ Session Approaching Argument Writing: Module 9.4.
Data mining with DataShop Ken Koedinger CMU Director of PSLC Professor of Human-Computer Interaction & Psychology Carnegie Mellon University.
Instructional Rounds: Fall 2015 Debrief A Collaborative Approach to Improving Teaching & Learning City, Elmore, Fiarman, and Teitel. Instructional Rounds.
Classroom Strategies That Work. Questions, Cues, and Advance Organizers Helping Students Activate Prior Knowledge.
TODAY’S GOALS Learn about the importance of and strategies for reflective writing Understand the place of reflective writing in an exploratory narrative.
Welcome! Please arrange yourselves in groups of 6 so that group members represent: A mix of grade levels A mix of schools 1.
Introduction to Language and Literature.  tells the reader how you will interpret the significance of the subject matter under discussion.  is a road.
TagHelper Track Overview Carolyn Penstein Rosé Carnegie Mellon University Language Technologies Institute & Human-Computer Interaction Institute School.
Irene-Angelica Chounta, Bruce M. McLaren Carnegie Mellon University
Vacaville USD December 8, 2014
GOOD MORNING.
Teacher slide Objectives: To understand how to formulate strong answers to person and position specific questions. You need: Feedback form x2 per student.
Hello world!.
Office of Education Improvement and Innovation
Discourse Analytics Carolyn Penstein Rosé
Teachers as Authors of Computer Based Tutoring Systems Dr
GENERAL METHODS AND TECHNIQUES OF TEACHING
Paul Kawachi e-Learning http : / / www . open - ed . net Home
Mike Timms and Cathleen Kennedy University of California, Berkeley
Elements of Constructivist Teaching and learning Practices
Presentation transcript:

Effective Instructional Conversations + TuTalk Instruction Carolyn Penstein Rosé Language Technologies Institute/ Human-Computer Interaction Institute

Design Principle Know what problem you are trying to solve!!

Design Process What problem are you trying to solve?  Formulate analysis scheme When should you intervene?  Use technologies like TagHelper and SIDE to track interaction and trigger support What should the intervention be?  Technologies like TuTalk can be used to offer support

What Makes Instructional Conversations Effective

Design Challenge: Collaborative Process Problems Hurt Learning Interaction Processes Cognitive Processes Learning Problems with the Process reduce learning

Collaboration support increases learning by changing interaction Support Structure Interaction Processes Cognitive Processes Learning Support structure is designed to elicit certain interaction processes, so its success should be reflected in a difference in interaction processes

Collaboration support increases learning by changing interaction Support Structure Interaction Processes Cognitive Processes Learning But if the process difficulties are not the same between student populations, then the support needs to be different too. X

Goals of Scripted Collaboration “The basic goal of scripted cooperation is to increase achievement by having students perform cognitive activities that they might not otherwise do. In addition, scripted cooperation is expected to reduce the incidence of negative group processes because of the size of the cooperating unit and because of the explicit requirement to alternate roles.”

Script Based Collaborative Learning Support Static support approaches provide structure to offer support for collaboration before it begins Script based support increases effective argumentation (Weinberger, 2003)

Social Script

What is a Knowledge Construction Dialogue?

Atlas: Knowledge Construction Dialogues Purpose: test “Ask, Don’t Tell” strategy in an ITS How can we get the most bang for our buck?  How far can we go with finite state dialogue management? (Freedman,2000)  How far can we go with shallow concept grammars? (i.e., Glass, 1999) Knowledge Construction Dialogues (KCDs)  Interactive directed lines of reasoning: analogies, concrete illustrations  KCD Authoring Tool Suite (Jordan, Rosé, and VanLehn, 2001) 55 KCDs fully implemented and pilot tested in 3 months

KCDs versus Minilessons versus Hints Here are a few things to keep in mind when calculating acceleration for a body at rest. Acceleration is change in velocity over time. If velocity is not changing, then there is zero acceleration. Now, if for a finite time interval the velocity remains zero, then it is true that it is not changing. Therefore, when a body is at rest during a time interval, its acceleration within that time interval is zero. Tutor: Here are a few things to keep in mind when calculating acceleration for a body at rest. Acceleration is change of what over time? Student: velocity Tutor: Right. If the velocity is not changing, what is the magnitude of the acceleration? Student: zero. Tutor: Good. If velocity remains zero within a time interval, how much is it changing? Student: zero Tutor: Super. So if a body is at rest during a time interval, what is the...

KCDs versus Minilessons versus Hints Here are a few things to keep in mind when calculating acceleration for a body at rest. Acceleration is change in velocity over time. If velocity is not changing, then there is zero acceleration. Now, if for a finite time interval the velocity remains zero, then it is true that it is not changing. Therefore, when a body is at rest during a time interval, its acceleration within that time interval is zero. Tutor: Here are a few things to keep in mind when calculating acceleration for a body at rest. Acceleration is change of what over time? Student: velocity Tutor: Right. If the velocity is not changing, what is the magnitude of the acceleration? Student: zero. Tutor: Good. If velocity remains zero within a time interval, how much is it changing? Student: zero Tutor: Super. So if a body is at rest during a time interval, what is the... What if this answer was wrong?

KCDs versus Minilessons versus Hints Here are a few things to keep in mind when calculating acceleration for a body at rest. Acceleration is change in velocity over time. If velocity is not changing, then there is zero acceleration. Now, if for a finite time interval the velocity remains zero, then it is true that it is not changing. Therefore, when a body is at rest during a time interval, its acceleration within that time interval is zero. Tutor: Right. If the velocity is not changing, what is the magnitude of the acceleration? Student: I don’t know Tutor: Do you remember what acceleration means? Student: It’s change in velocity over time Tutor: Right. So then if velocity is not changing, what is acceleration? Student: Oh, zero. Tutor: OK. If velocity remains zero within a time interval, how much is it changing? …

Design Process Tips

Exploratory Learning Overview (Charnay & Reder, 1986) compare Worked Examples, Tutorials, Problem Solving, and Pure Exploration  Worked examples mixed with problem solving was the best (Touvinem & Sweller, 1999) Worked examples with problem solving beats Pure exploratory learning (Klahr & Nigam, to appear) tutorial learning plus problem solving is more efficient than pure exploratory learning Pure Exploratory Learning Worked Examples Tutorial Learning Problem Solving Goals Provided Negotiable Problem Solving Goals Only High Level Goals Given + hints Pure Exploratory Learning Only High Level Goals Given + help requests

Exploratory Learning Overview Smithtown work (Shute & Glaser, 1990, etc.) and Computer-Based Simulation Games (Leutner, 1993) involve only imposed high level goals  Learning about a model or Survival (Leutner, 1993) demonstrates the importance of students actively requesting help Smithtown adapted to individual student needs Pure Exploratory Learning Worked Examples Tutorial Learning Problem Solving Goals Provided Negotiable Problem Solving Goals Only High Level Goals Given + hints Pure Exploratory Learning Only High Level Goals Given + help requests

Exploratory Learning Overview The difference between problem solving and exploratory learning is the level at which goals are dictated Many state-of-the-art tutoring systems fall into the problem solving category where problem solving goals are dictated In an exploratory design environment, high level goals are dictated (improve efficiency), but problem solving goals (i.e., add a reheat cycle) are negotiated Tutorial dialogue allows the tutor to influence problem solving goals (addressing cognitive load issues) while offering instruction and while allowing students to actively explore Worked Examples Tutorial Learning Problem Solving Goals Provided Negotiable Problem Solving Goals Only High Level Goals Given + hints Pure Exploratory Learning Only High Level Goals Given + help requests

Topic Analysis Reveals Important Patterns of Interaction General Conceptual Topics Analysis Specific Topics Significant correlation between topic coverage and learning (R 2 =.715, N=21, p <.05)

Example Implemented Reflection Dialogue Tutor: Let’s stop for a minute and reflect on what we have seen. Having seen how changing T-Max (i.e., the Maximum Temperature at the Heater Outlet) affects the efficiency of the cycle, do you think it is a good idea in general for the Maximum Temperature to be increased and kept high? Student: yes Tutor: Okay. Let’s think now about one important consequence of keeping T-Max high. What happens to the steam quality at the turbine exit if you increase the maximum temperature of the cycle? Student: Increases Tutor: Right. As increasing the temperature makes the efficiency and steam quality better, we should increase the maximum temperature of the cycle. But can we keep on increasing the maximum temperature at the heater outlet indefinitely, or are there limitations to keep in mind? Student: there are limitations such as material constraints Tutor: Great. we should try to keep T-Max (i.e., the maximum temperature at the Heater outlet of the cycle) as high as possible without risking safety concerns or exceeding the maximum temperature the material can withstand. Keeping T-Max high increases efficiency and keeps the steam quality high, which are both important. This is an important principle to keep in mind while optimizing the efficiency of your cycle.

TuTalk Authoring Process

Scenario Goal1 (Start Goal) Sub Goal 1.1 Goal1_Step 1 Goal1_Step 2 Goal1_Step 3 Goal1_Step 4 Pair Initiation Response 2 Response 1 Response 3 Say1Say2 Scenario/ Script Goal Template Step/Pair Concept

Getting Started Start by creating a new script That script will contain all of the goals, templates, and concepts that you define Could contain multiple ways of achieving the same goal (via alternative templates)

Directed Lines of Reasoning Building Blocks: Pairs are composed of an initiation and a response Tutor: Here are a few things to keep in mind when calculating acceleration for a body at rest. Acceleration is change of what over time? Student: velocity Tutor: Right. If the velocity is not changing, what is the magnitude of the acceleration? Student: zero. Tutor: Good. If velocity remains zero within a time interval, how much is it changing? Student: zero Tutor: Super. So if a body is at rest during a time interval, what is the...

Building a Pair

Adding Phrases to Concepts

Elaborating a Template

Example Pair

Concept Manager

Scenario Goal1 (Start Goal) Sub Goal 1.1 Goal1_Step 1 Goal1_Step 2 Goal1_Step 3 Goal1_Step 4 Pair Initiation Response 2 Response 1 Response 3 Say1Say2

Previewer

Test Interface

Some tips Better to have several short turns than fewer long turns Try to build the learner’s/user’s vocabulary (shaping) It may help you avoid unanticipated responses Try to think about what is it that we are trying to elicit from the student when writing tutor turns (initiations) Author as many possible responses as you can in the time available  Catch all makes the machine look dumb!

Questions?